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Waters, E., & Deane, K. E. (1985). Defining and Assessing Individual Differences in Attachment Relationships: Q-Methodology and the Organisation of Behaviour in Infancy and Early Childhood. IN I. Bretherton, & E. Waters (Eds.), Growing Points of Attachment Theory and Research (pp. 41-65). University of Chicago Press.
https://doi.org/10.2307/3333826

has been cited by the following article:

• TITLE: Development and Validation of the Australian Preschool Attachment Scales

  AUTHORS: Jennifer E. McIntosh, Evelyn S. Tan, Christopher J. Greenwood, Anna T. Booth, Jessica E. Opie, Bi-Xia Ke, Carol George, Delyse M. Hutchinson, Robert S. Marvin, Craig A. Olsson

  KEYWORDS: Attachment, Pre-School Children, Validity, Rating Scales, Assessment

  JOURNAL NAME: Open Journal of Social Sciences, Vol.11 No.11, November 28, 2023

  ABSTRACT: Objective: We aimed to develop and validate Australian guidelines to support accurate assessment of preschool attachment by researchers and by child clinical psychologists and allied pracitioners. Method: The Australian Preschool Attachment Scales (APAS) were developed through grounded item generation and validated with data from 121 Australian preschool child and parent dyads, for whom we compared codes assigned by certified researchers and na?ve clinical coders. Results: APAS scores from reliable and na?ve coders were highly correlated (r = 0.52 - 0.79). Accuracy of organised attachment classifications using the APAS was high for both reliable and na?ve coders (κ = 0.89), and for identification of disorganised attachment (κ = 0.71). Conclusions: This pilot study supports use of the APAS to facilitate training in observation and interpretation of attachment behaviours by clinicians. Further research to improve the alignment between the APAS and the PACS is discussed.